Cognitive Theory of Visual Expertise: Implications for Research on Teacher Noticing and Professional Vision (Poster 10)

• In Event: AERA Poster Session One
  In Poster Session: Cognitive and Motivational Processes: Poster Session One

Abstract

Much of the professional work of teachers relies on the skilled perception and interpretation of visual information in the classroom. The objective of this paper is to present a novel conceptual framework, a cognitive theory of visual expertise, aimed at contributing to a better understanding of how expert teachers process domain-specific visual information in classrooms. In the paper, we first present three assumptions of the theory: the extended capacity, the knowledge-based processing, and the practice-based interaction assumption. We then outline two memory stores of the theory: the visual register and long-term working memory. Finally, we describe eight processes of the theory in a conceptual model. The paper closes with a discussion of the theory’s educational usability for teacher education.

Author

• Andreas Gegenfurtner, University of Augsburg
  Presenting Author